Workshops for consultants on the teaching of clinical communication skills.

2.50
Hdl Handle:
http://hdl.handle.net/10541/99616
Title:
Workshops for consultants on the teaching of clinical communication skills.
Authors:
Bird, J; Hall, A; Maguire, Peter; Heavy, A
Abstract:
A group of senior medical school staff concerned about the short-lived effects of communication training formed the Medical Interview Teaching Association. They felt that communication training needed to be reinforced throughout the curriculum and that this would need active involvement by large numbers of consultants. To achieve this they planned a series of workshops. Seventeen consultants and eight other senior staff agreed to participate in the pilot workshop. This was a 3 1/2-day residential workshop. The structure was adapted from a 'faculty development' model used successfully in the USA. Participants worked mostly in small groups helped by experienced facilitators. The teaching style was learner centred and therefore the details of the problem-based agenda and the choice of working methods were largely determined by the participants themselves. There were also some conventional lectures and demonstrations. Evaluation was by postal questionnaire 2 weeks later. This requested both qualitative comments and Likert scale ratings about every aspect of process and outcome. Most responses were strongly positive. Participants felt they made good progress in developing new skills and new curriculum ideas. They also felt more motivated and self-aware as teachers. The learner-centred approach and the diversity of learning activities were seen as very useful. The unstructured approach to self-awareness training was felt to be less useful. It is concluded that such workshops could well lead to more effective communication training and may also have wider implications for medical education.
Affiliation:
Department of Psychological Medicine, King's College School of Medicine and Dentistry, London, UK.
Citation:
Workshops for consultants on the teaching of clinical communication skills. 1993, 27 (2):181-5 Med Educ
Journal:
Medical Education
Issue Date:
Mar-1993
URI:
http://hdl.handle.net/10541/99616
DOI:
10.1111/j.1365-2923.1993.tb00250.x
PubMed ID:
8336565
Type:
Article
Language:
en
ISSN:
0308-0110
Appears in Collections:
All Christie Publications

Full metadata record

DC FieldValue Language
dc.contributor.authorBird, Jen
dc.contributor.authorHall, Aen
dc.contributor.authorMaguire, Peteren
dc.contributor.authorHeavy, Aen
dc.date.accessioned2010-05-21T14:22:39Z-
dc.date.available2010-05-21T14:22:39Z-
dc.date.issued1993-03-
dc.identifier.citationWorkshops for consultants on the teaching of clinical communication skills. 1993, 27 (2):181-5 Med Educen
dc.identifier.issn0308-0110-
dc.identifier.pmid8336565-
dc.identifier.doi10.1111/j.1365-2923.1993.tb00250.x-
dc.identifier.urihttp://hdl.handle.net/10541/99616-
dc.description.abstractA group of senior medical school staff concerned about the short-lived effects of communication training formed the Medical Interview Teaching Association. They felt that communication training needed to be reinforced throughout the curriculum and that this would need active involvement by large numbers of consultants. To achieve this they planned a series of workshops. Seventeen consultants and eight other senior staff agreed to participate in the pilot workshop. This was a 3 1/2-day residential workshop. The structure was adapted from a 'faculty development' model used successfully in the USA. Participants worked mostly in small groups helped by experienced facilitators. The teaching style was learner centred and therefore the details of the problem-based agenda and the choice of working methods were largely determined by the participants themselves. There were also some conventional lectures and demonstrations. Evaluation was by postal questionnaire 2 weeks later. This requested both qualitative comments and Likert scale ratings about every aspect of process and outcome. Most responses were strongly positive. Participants felt they made good progress in developing new skills and new curriculum ideas. They also felt more motivated and self-aware as teachers. The learner-centred approach and the diversity of learning activities were seen as very useful. The unstructured approach to self-awareness training was felt to be less useful. It is concluded that such workshops could well lead to more effective communication training and may also have wider implications for medical education.en
dc.language.isoenen
dc.subject.meshClinical Competence-
dc.subject.meshCommunication-
dc.subject.meshEducation, Medical, Continuing-
dc.subject.meshGroup Processes-
dc.subject.meshTeaching-
dc.titleWorkshops for consultants on the teaching of clinical communication skills.en
dc.typeArticleen
dc.contributor.departmentDepartment of Psychological Medicine, King's College School of Medicine and Dentistry, London, UK.en
dc.identifier.journalMedical Educationen

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